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Lesson Plan

Introduction to Maps (A SMART Board Lesson) by ECSDM

Grade Levels

Elementary, 3rd Grade, 4th Grade


Description

This lesson is designed to give students a basic overview of maps utilizing key terms and visual representations. Students will have the opportunity to study maps and show their understanding by creating one.

Website(s)

Quia

Duration of Lesson

Fifty-minutes

Learning Objectives

  • Students will be introduced to maps and how to read them.
  • Students will learn key vocabulary terms utilized in reading and interpreting maps.
  • Students will demonstrate knowledge of concepts by creating their own class map, and implementing map elements.

Materials

  • SMART Board set-up
  • Atlas (one per student)
  • Sentence strips with words and definitions
  • Copies of student worksheet
  • Rubric (attached below)
  • Student Map worksheet.doc
  • Your Rubric Making A Map Making A Map.mht
  • social_studies_smart_board_lesson_on_maps[1].noteb
  • Step-by-Step Procedures

    1. Students will need an atlas to look over. Have students look at a map of a particular location. In this lesson, I had students look at a map of the United States.
    2. Begin introduction of basic parts of a map to students: map title, map key, map scale, the compass rose and cardinal directions.
    3. As each word is introduced, it is suggested they are written on sentence strips (and their meanings) and placed on pocket chart, somewhere they will be visible and for children to refer back to.
    4. Students will copy terms and definitions into their journals.
    5. At this time, introduce SMART Board lesson. As a whole group, students will participate in the SMART Board activity, taking turns answering questions and reviewing terms.
    6. Divide students into groups of five and distribute map worksheet. Discuss directions together; encourage students to re-read as a team. Students will create classroom maps in their respective group, while one team at a time again reviews activity on SMART Board.
    7. After all groups have had an opportunity to work on the SMART Board, and have completed their respective map, students will exchange maps; they will then engage in a dialogue of what is visible or missing in their drawings.
    8. Afterwards, share group maps as a whole group. Students should have the basic components of the map in their creation: a title, a key, a scale and a compass rose. If time remains, do quia quiz.

    Assessment

    Creating a map of the classroom. Students will demonstrate basic knowledge of maps in their simple creation and design. Maps will be graded on the four point rubric attached.


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